Professional Documents
Culture Documents
Step 1:
Target behavior for change in one child.
Client Description
Setting
Rationale
Behavior
Sally is an 11 year old girl with blonde hair, blue eyes, and a sweet smile.
She is about 4 feet tall, is in 5th grade, and attends Perry Middle School.
She loves to draw and go swimming during gym.
This behavioral intervention is taking place in Sallys 5th grade science
classroom that my cooperating teacher and I push into. The class is
during ninth period and runs from 2:05 pm until 2:45 pm. The baseline
observations for this intervention began on Tuesday, October 29, 2013
and ended on Friday, November 1, 2013. The behavior I began noticing
during my observations is Sallys unwillingness to copy down her
science notes during class.
I have chosen to target Sallys unwillingness to copy down her science
notes, because this is a behavior that strongly affects Sallys academic
success in this class and is also creating a poor habit that may develop in
other classes. Her not taking down her notes does not allow her to go
back and review for future tests, quizzes, and homework assignments.
By intervening, this will help give her the drive she needs to take down
her notes in class as well as make sure that she has the information
necessary to achieve academic success on future tests, quizzes, and
homework assignments in science.
Each day in science class, Sally will sit down and take out her notebook,
textbook, and a pencil. During this class Sally often distracts herself with
her pencils or key chains and neglects to copy down her science notes.
Step 2:
System of data collection used to document the identified behavior.
Description and
For my data collection, I kept track of the number of times there were
Rationale for Data
notes to copy down in science class as well as the number of times Sally
Collection Procedure copied down the notes during class. I observed her for four days to get
an idea of how often Sally would and would not copy down her science
notes. I chose to collect my data based on the number of times Sally
copied down her science notes out of the number of times there were
notes to copy down. To be more specific, when I stated number of
times there were notes to copy down, it refers to if there were notes to
copy down on a given day or not. For my data collection, Sally can
either receive a 1/1 (100%), 0/1 (0%), or 0/0 (which does not affect
Sallys total average percentage). The 0/0 simply means there were no
notes that needed to be taken that day and, therefore, Sally did not copy
down any notes. As far as the sticker chart is concerned, Sally will still
receive a sticker on the days where there are no notes to copy down,
because she is still doing as she is supposed to in class and should be
rewarded for it.
Baseline Data
Data
Total number of times there
were notes to copy down
4
during class
Number of times Sally
copied down the notes during
1
class
Number of times Sally
Day 1
0/1
copied down the notes to the
Day 2
0/1
number of times there were
Day 3
1/1
notes to copy down
Day 4
0/1
Daily percentage at which
Day 1
0%
Sally copied down the notes
Day 2
0%
during class
Day 3
100%
Day 4
0%
Average percentage at which
Sally copied down the notes
25%
during class
Summary Out of the 4 times in which there were notes to copy down
notes in class, Sally had only copied them down once. This
means, that in the four days I was observing her, Sally was
only copying down her notes 25% of the time. This average
is quite low and means that she is missing a majority of the
notes that were given in class. If this behavior continues, she
will not have the information she needs to study for future
tests and quizzes or to complete homework assignments
which can have a harmful effect on her academic success in
Step 3:
Discussion with student and plan for observation.
Chosen Intervention
Step 4:
Conduct and summarize the intervention as well as graph it.
Summary of
Intervention
After observing Sally during the eight day intervention portion of this
intervention, I noticed that each day she was not distracted by small
objects and she was paying attention in class to when she needed to take
down her notes. At the end of the period she was eager to show me that
she had copied down her notes and made sure that I gave her a sticker for
the day. During this intervention period, Sally copied down her notes
every day they were given which means that the total average percentage
for taking down her science notes was 100% which is a significant 75%
increase from the 25% she had averaged before the intervention began.
Below, you will find a graph of my baseline data (collected over 4 days) as well as my
intervention data (collected over 8 days) from the entire twelve day span I spent observing
Sallys behaviors.
Note: The following page shows my original data collection sheet with all the data I collected on
Sallys behavior both before and after implementing the intervention.
Step 5:
Discussion in written narrative.
Conclusion
Regarding
Behavior Change